Proficiency Levels Summary of ELP Standards in an SIOP lesson plan.

1. Wendy Cannon Donna Flynn
Adare Hotel Glenda Lee-Cage
SEI 300 August 18, 2014
Susana Turowski

2. Pre-Emergent (limited or no ability
to communicate in English)
Building Background for this lesson:
Key Vocabulary:
 Discuss the terms “Nocturnal” and “Diurnal.” If possible, link these
terms to words in the student’s native language.
 Using pictures and a T graph that visually depicts Day and Night,
model the placement of animals in the appropriate Nocturnal or
Diurnal section.
 Allow student to practice placing animals in appropriate sections.
 Ask student to repeat key words using simple questions and
declarative sentences. Example: “The bat is nocturnal.” “The
dog is diurnal.” “The possum is nocturnal.” “When does the bat
sleep?” “When does the dog sleep?”

3. Pre-Emergent
Building Background continued
Student Background and experience:
 Ask the student to name animals or point to
pictures of animals that live in the student’s native
country.
 Use a fill-in-the-blank format to help student write
a sentence about an animal they know from their
native country. Example: “______________s live in
___________.” “They sleep during the ___________.”
“They eat ____________.”
 If applicable, have the student mimic the sound
of the animal (different countries sometimes use
different sounds).

4. Pre-Emergent
Comprehensible Input for this lesson
 Model placing animals in the correct Nocturnal or
Diurnal section on a visual T graph.
 Use gestures to emphasize concepts such as
“sleeping,” “eating,” etc.
 While showing a picture of an animal,
demonstrate the sound the animal makes.
 Use clear, enunciated, concise explanations and
pause for understanding.

5. Emergent
 Student can write one sentence summaries
presenting key information about nocturnal and
diurnal animals.
 Using a graphic organizer have students organize
the difference in nocturnal and diurnal animals.
 Students can create a list of vocabulary words.
 Student is able to recognize vowel sounds to
begin understanding English language.
 Have the student(s) draw a picture of a nocturnal
or diurnal animal of their choice and describe it.
Have the student create a one sentence
summary of their animal.

6. Basic
 Making connections - Allow the students to
identify animals in his or her neighborhood or
animals they are familiar with. Also, allow the
student to provide the name of the animal in his
or her native language.
 Knowledge - Allow students to make statements
of what they currently know about the
animals. This should incorporate the language
portion of the lesson plan to allow for the students
to use the vocabulary words in sentences.
 Graphic Organizers - allows students to showing
grouping and knowledge about the
animals. They are able to make various graphic
organizers based on what they know and have
learned.

7. Intermediate
 Using all of the skills and ideas from the lower two
levels.
 Activate prior knowledge: Asking questions and
providing clues towards bigger words. Providing
students with a list of new words and correct
spellings of sounds the animals make.
 Make connections: This lesson is pretty easy to make
connections with all students. At this age students all
love animals. Questions like “Have you seen_______?
And where?” “What do ____ eat?” and so forth. At
this level they have the ability to comprehend key
details and main ideas.
 Using notes and pictures will be a great help to these
students who are almost ready to be fully on their
own.

8. REFERENCES:
Arizona Department of Education, 2014. Retrieved from
http://www.azed.gov/english-language-learners/elps/